DojoIBL: Online Inquiry-based Learning

DojoIBL is a web based platform to support collaborative inquirybased learning processes. It imitates real-world research processes and organizes inquiry activities into several phases. DojoIBL considers lessons learned from the weSPOT project and offers a cloud-based highly scalable infrastructure that has a strong focus on (mobile) data collection. In this sense, DojoIBL blends formal (desk-top based) learning and informal (mobile) learning. Within the course of 1 year, a design based research methodology was implemented in 10 national and international inquiry projects. Within this period, students were inter-viewed at regular times. Time and task management issues turned out to be critical functionalities and were thus implemented in several iterations

Exploring Multi-Criteria Decision-Making for Academic Blockchain Platform Adoption

A decentralised distributed ledger system called Blockchain Technology (BCT) enables safe, open, and impenetrable transactions without the need for a central authority. The technology was initially created for the Bitcoin cryptocurrency, but it has subsequently been applied to other areas such as voting procedures, supply chain management, and digital identity management. The technology is increasingly becoming accepted in the academic setting for a variety of purposes, including the creation and storage of academic records. There are numerous platforms accessible for this usage, though. When numerous decision-makers are engaged in the selection process, picking an appropriate platform can be a contentious affair. For decision makers, selecting among a wide range of acceptable options might be difficult. It is possible to overcome these difficulties by using Multi-criteria Decision-Making (MCDM) techniques. When there are numerous elements to take into account, one technique for making judgments is MCDM. The process entails assessing multiple options according to pre-established standards in order to identify the optimal selection. In essence, when there are several variables to consider, MCDM assists in selecting the option. The Fuzzy Analytic Hierarchy Process (FAHP) is one of the various MCDMs which this paper uses to choose the best BCT platform for academic records based on three choices (IBM, Ethereum, and Hyperledger Fabric) and five factors (cost, degree of acceptance, simplicity of use, data security, and level of customization). The analysis's findings indicate that data security is the most crucial factor, with a weight of 0.645, and that IBM is the best BCT platform, with a value of 0.448. By comparing the FAHP results to those of AHP, IBM's suitability as a platform was confirmed.

DojoAnalytics:A Learning Analytics interoperable component for DojoIBL

DojoIBL is a cloud-based platform that provides flexible support for collaborative inquiry-based learning processes. It expands the learning process beyond the classroom walls and brings it to an online setting. Such transition requires teachers and learners to have more means to track and to follow up their progress. Learning Analytics dashboards provide such functionality in form of meaningful visualizations. In this paper, we present the DojoAnalytics, a new module of DojoIBL that enables connections with third-party Learning Analytics dashboards. In order to demonstrate interoperability with the external dashboards, two use case implementations will be described

Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis

Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities

The Effects of Biofeedback-based Stimulated Recall on Self-Regulated Online Learning: A Gender and Cognitive Taxonomy Perspective

Previous studies posited the effectiveness of Stimulated Recall (SR) by exposing learners to recorded videos enhancing their personal perceptions and authentic understanding of knowledge in an interactive classroom. However, few studies explored how SR is implemented in a relatively static context, e.g., online self-directed learning, or took human factors, e.g., cognitive style and gender, into consideration in such a context. To fill this gap, the current study, based on previous psychological research findings, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL (English as a Foreign Language) self-regulated online reading activities. The participants consisted of an experimental group (54 undergraduate students) and a control group (52 undergraduate students) at one Chinese university. Pre-post tests on reading performance and their association with a specific cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology. The results emphasized that (a) students’ reading ability and cognitive hierarchy significantly improved through biofeedback. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multi-level hierarchic groups had no significant enhancements. Finally, (c) the optical data results and EEG reports showed that males favor procedural feedback and females have a preference for a conclusive assessment

An activity theory perspective on contradictions in flipped mathematics classrooms at the university level

Author´s accepted manuscript (postprint).This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 24/03/2019, available online: http://www.tandfonline.com/10.1080/0020739X.2019.1591533.acceptedVersio

A review of the types of mobile activities in mobile inquiry-based learning

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners’ curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical thinkers and agentic learners. Although mobile technology is a suitable support for this learning process, there is a lack of practical strategies for educational practitioners to enact the right balance between enabling the agency and supporting the students through the mobile technology. Thus, we conducted a literature review that analyzed 62 studies on mobile inquiry- based learning. The analysis focused on the level of agency supported by mobile technology. This review study provided two main results. The first result is a two-layer classification –with five types and twelve subtypes– of the most common mobile activities used in inquiry-based learning. The types and subtypes are: 1) Direct instruction formed by 1a) location guidance, 1b) procedural guidance and 1c) metacognitive guidance, 2) Access to content formed by 2a) fixed and 2b) dynamic content, 3) Data collection that consists of 3a) cooperative and 3b) collaborative data collection, 4) Peer-to-peer communication formed by 4a) asynchronous and 4b) synchronous social communications and 5) Contextual support that includes 5a) augmented experience, 5b) immersive experience and 5c) adaptive feedback. The second result consists of an analytical framework –based on six dimensions– to assess the level of agency supported by the different types of mobile activities. The learners’ agency dimensions are: 1) Goals, 2) Content, 3) Actions, 4) Strategies, 5) Reflection and 6) Monitoring. Finally, the review presents insights on how this analytical framework can be used by educational practitioners to identify mobile activities that effectively balance learners’ agency with mobile technology. http://www.sciencedirect.com/science/article/pii/S0360131517302397?via%3Dihu

Chapter: 'A Value Model for MOOCs' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

Massive Open Online Courses (MOOCs) are changing the educational field, challenging traditional institutional strategies and recognition schemes and opening up new opportunities for learners and educators both from within and outside formal education. However, while the potential benefits and risks of the MOOCs have been discussed by scientists and policy makers, the corresponding empirical data is scarce. What’s more, the evidence that is available is usually restricted to a single course or single provider. MOOCKnowledge (http://moocknowledge.eu/), funded by the European Commission’s Institute for Prospective Technological Studies (IPTS), aims to facilitate a shared understanding of the value and efficacy of MOOCs by developing a set of analysis tools and applying them to a wide range of MOOCs. The most powerful outcome of the project would be the possibility to correlate different dimensions of MOOC production, execution, and learners experience. For example, identifying links between financial investment, learning design, and learner outcomes. To do this, we must first develop a conceptual model of the factors which determine or contribute to the value of a MOOC

Chapter: 'DojoIBL: Nurturing Communities of Inquiry' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

This paper presents and outlines the demonstration of DojoIBL, a web-based platform that aims at nurturing communities of inquiry by supporting communication and collaboration with emerging technological affordances. The manuscript briefly elaborates on the theoretical underpinning of DojoIBL and describes the functionalities supported. It concludes anticipating the follow up implementation which will consist on the integration of role support in DojoIBL

Chapter: 'Introducing the U.S. Cyberlearning Community' from book: Adaptive and Adaptable Learning: 11th European Conference on Technology Enhanced Learning, EC-TEL 2016, Lyon, France, September 13-16, 2016, Proceedings

The term “Cyberlearning” is used in the United States to describe a community of researchers, largely funded by the US National Science Foundation, who are exploring the integration of computer science research with learning sciences research. The Cyberlearning community is parallel to the EC-TEL community and the purpose of this poster is to foster mutual engagement between the communities. The paper describes the origin of the term, the conception of the field, the kinds of research being conducted, and some of the exemplary projects. The paper will also introduce the Center for Innovative Research in Cyberlearning (CIRCL), which is the hub of the knowledge network (research community) for cyberlearning and hosts a useful collection of resources